TAILIEUCHUNG - The effectiveness of collaborative brainstorming training procedures at pre writing stage in intermediate English classes
This article reports a qualitative action study that emerged from the author’s reflective teaching practice in an intermediate English class. The research investigated the effectiveness of collaborative brainstorming training procedures on students’ ideas expressed in their written papers and on students’ learning of writing skills through in-depth interviews, classroom observations, students’ written papers and students’ journals. | THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING TRAINING PROCEDURES AT PRE-WRITING STAGE IN INTERMEDIATE ENGLISH CLASSES Tran Thi Anh Tuyet* Faculty of English, VNU University of Languages and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 10 February 2017 Revised 27 September 2017; Accepted 29 November 2017 Abstract: This article reports a qualitative action study that emerged from the author’s reflective teaching practice in an intermediate English class. The research investigated the effectiveness of collaborative brainstorming training procedures on students’ ideas expressed in their written papers and on students’ learning of writing skills through in-depth interviews, classroom observations, students’ written papers and students’ journals. The study indicates that collaborative brainstorming training with additional brainstorming rules can significantly improve quantity and quality of ideas in paragraph writing, but not remarkably in letter writing. Besides, training has had positive effects on students’ learning of writing skills. The findings of the study, therefore, make important contributions to the implementation of collaborative brainstorming in the English language teaching practice. Keywords: brainstorming, collaborative/ group brainstorming, writing skills, brainstorming rules 1. Introduction . Rationale To intermediate level, writing skills were becoming more challenging to students as besides familiar writing forms like letters, they needed to learn new types like stories, film reviews and articles. The author and several colleagues shared in a teacher meeting that a lot of students had difficulties generating ideas and/or arranging ideas logically for their writing. In fact, the researcher had suggested and discussed ideas for writing topics with the whole class. However, through the researcher’s observations, this technique did not have much effectiveness on improving idea generation and organization in student’s .
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